Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Books
  3. Socialization and Socioemotional Development in Chinese Children
  • Cited by 11
Publisher:
Cambridge University Press
Online publication date:
February 2023
Print publication year:
2023
Online ISBN:
9781009072380
DOI:
https://doi.org/10.1017/9781009072380
Subjects:
Developmental Psychology, Psychology
Series:
Elements in Child Development
Information

Book description

Children's early temperamental characteristics have a pervasive impact on the development of socioemotional functioning. Through socialization and social interaction processes, cultural beliefs and values play a role in shaping the meanings of socioemotional characteristics and in determining their developmental patterns and outcomes. This Element focuses on socialization and socioemotional development in Chinese children. The Element first briefly describes Chinese cultural background for child development, followed by a discussion of socialization cognitions and practices. Then, it discusses socioemotional characteristics in the early years of life, including temperamental reactivity and self-control, mainly in terms of their cultural meanings and developmental significance. Next, the Element reviews research on Chinese children's and adolescents' social behaviors, including prosocial behavior, aggression, and shyness. Given the massive social changes that have been occurring in China, their implications for socialization and socioemotional development are discussed in these sections. The Element concludes with suggestions for future research directions.

References

References

Ahadi, S. A., Rothbart, M. K., & Ye, R. (1993). Children’s temperament in the US and China: Similarities and differences. European Journal of Personality, 7(5), 359–377. https://doi.org/10.1002/per.2410070506.
An, D., & Eggum-Wilkens, N. D. (2019). Do cultural orientations moderate the relation between Chinese adolescents’ shyness and depressive symptoms? It depends on their academic achievement. Social Development, 28(4), 908–926. https://doi.org/10.1111/sode.12365.
Asendorpf, J. B. (1990). Beyond social withdrawal: Shyness, unsociability, and peer avoidance. Human Development, 33(4–5), 250–259. https://doi.org/10.1159/000276522.
Asendorpf, J. B. (1991). Development of inhibited children’s coping with unfamiliarity. Child Development, 62(6), 1460–1474. https://doi.org/10.2307/1130819.
Asendorpf, J. B., Denissen, J. J. A., & van Aken, M. A. G. (2008). Inhibited and aggressive preschool children at 23 years of age: Personality and social transition into adulthood. Developmental Psychology, 44(4), 997–1011. https://doi.org/10.1037/0012-1649.44.4.997.
Bandura, A. (1977). Social learning theory. Hoboken, New Jersey: Prentice-Hall.
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1, Pt.2), 1–103. https://doi.org/10.1037/h0030372.
Bergeron, N., & Schneider, B. H. (2005). Explaining cross-national differences in peer-directed aggression: A quantitative synthesis. Aggressive Behavior, 31(2), 116–137. https://doi.org/10.1002/ab.20049.
Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), 20–28. https://doi.org/10.1037/0003-066X.59.1.20.
Bond, M. H. (2004). Culture and aggression: From context to coercion. Personality and Social Psychology Review, 8(1), 62–78. https://doi.org/10.1207/s15327957pspr0801_3.
Bornstein, M. H. (1995). Form and function: Implications for studies of culture and human development. Culture and Psychology, 1, 123–137. https://doi.org/10.1177/1354067X9511009.
Bornstein, M. H., & Esposito, G. (2020). Cross-cultural perspectives on parent–infant interactions. In Lockman, J. J. & Tamis-LeMonda, C. S. (Eds.), The Cambridge handbook of infant development: Brain, behavior, and cultural context (pp. 805–831). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/9781108351959.029.
Bornstein, M. H., & Lansford, J. E. (2019). Culture and family functioning. In Fiese, B. H., Celano, M., Deater-Deckard, K., Jouriles, E. N., & Whisman, M. A. (Eds.), APA handbook of contemporary family psychology: Applications and broad impact of family psychology (pp. 417–436). Washington, DC: American Psychological Association. https://doi.org/10.1037/0000100-026.
Bowker, J. C., & Raja, R. (2011). Social withdrawal subtypes during early adolescence in India. Journal of Abnormal Child Psychology, 39(2), 201–212. https://doi.org/10.1007/s10802-010-9461-7.
Bowlby, J. (1969). Attachment and loss: Vol. I. Attachment. New York: Basic Books.
Bullock, A., Xiao, B., Liu, J., Coplan, R. J., & Chen, X. (2022). Shyness, parent–child relationships, and peer difficulties during the middle school transition. Journal of Child and Family Studies, 31(1), 86–98. https://doi.org/10.1007/s10826-021-01979-3.
Cai, H., Huang, Z., Lin, L. et al. (2020). The psychological change of the Chinese people over the past half century: A literature review. Advances in Psychological Science, 28(10), 1599–1688. https://doi.org/10.3724/SP.J.1042.2020.01599.
Classics, Cambridge Chinese (2022). The Three-Character Classic. www.camcc.org/reading-group/adhoc/08022014#text.
Camras, L., Kolmodin, K., & Chen, Y. (2008). Mothers’ self-reported emotional expression in Mainland Chinese, Chinese American and European American families. International Journal of Behavioral Development, 32(5), 459–463. https://doi.org/10.1177/0165025408093665.
Camras, L. A., Oster, H., Campos, J. et al. (1998). Production of emotional facial expressions in European American, Japanese, and Chinese infants. Developmental Psychology, 34(4), 616–628. https://doi.org/10.1037/0012-1649.34.4.616.
Caspi, A., Elder, G. H., & Bem, D. J. (1988). Moving away from the world: Life-course patterns of shy children. Developmental Psychology, 24(6), 824–831. https://doi.org/10.1037/0012-1649.24.6.824.
Chao, R. K. (1994). Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child Development, 65(4), 1111–1119. https://doi.org/10.2307/1131308.
Chao, R. K. (1995). Chinese and European American cultural models of the self reflected in mothers’ childrearing beliefs. Ethos, 23(3), 328–354. https://doi.org/10.1525/eth.1995.23.3.02a00030.
Chao, R. K., & Aque, C. (2009). Interpretations of parental control by Asian immigrant and European American youth. Journal of Family Psychology, 23(3), 342–354. https://doi.org/10.1037/a0015828.
Cheah, C. S. L., & Li, J. (2010). Parenting of young immigrant Chinese children: Challenges facing their social emotional and intellectual development. In Grigorenko, E. L. & Takanishi, R. (Eds.), Immigration, diversity, and education (pp. 225–241). New York: Routledge.
Cheah, C. S. L., Li, J., Zhou, N., Yamamoto, Y., & Leung, C. Y. (2015). Understanding Chinese immigrant and European American mothers’ expressions of warmth. Developmental Psychology, 51(12), 1802–1811. https://doi.org/10.1037/a0039855.
Cheah, C. S. L., Yu, J., Liu, J., & Coplan, R. J. (2019). Children’s cognitive appraisal moderates associations between psychologically controlling parenting and children’s depressive symptoms. Journal of Adolescence, 76, 109–119. https://doi.org/10.1016/j.adolescence.2019.08.005.
Chen, C., Greenberger, E., Lester, J., Dong, Q., & Guo, M.-S. (1998). A cross-cultural study of family and peer correlates of adolescent misconduct. Developmental Psychology, 34(4), 770–781. https://doi.org/10.1037/0012-1649.34.4.770.
Chen, L., Chen, X., Zhao, Z. et al. (2019). Predicting substance use and deviant behavior from prosociality and sociability in adolescents. Journal of Youth and Adolescence, 48(4), 744–752. https://doi.org/10.1007/s10964-018-0940-4.
Chen, X. (2010). Socioemotional development in Chinese children. In Bond, M. H. (Ed.), Handbook of Chinese psychology (pp. 37–52). Oxford: Oxford University Press.
Chen, X. (2012). Culture, peer interaction, and socioemotional development. Child Development Perspectives, 6(1), 27–34. https://doi.org/10.1111/j.1750-8606.2011.00187.x.
Chen, X. (2015). Exploring the implications of social change for human development: Perspectives, issues, and future directions. International Journal of Psychology, 50(1), 56–59. https://doi.org/10.1002/ijop.12128.
Chen, X. (2018). Culture, temperament, and social and psychological adjustment. Developmental Review, 50, 42–53. https://doi.org/10.1016/j.dr.2018.03.004.
Chen, X. (2019). Culture and shyness in childhood and adolescence. New Ideas in Psychology, 53,58–66. https://doi.org/10.1016/j.newideapsych.2018.04.007
Chen, X. (2020). Exploring cultural meanings of adaptive and maladaptive behaviors in children and adolescents: A contextual-developmental perspective. International Journal of Behavioral Development, 44(3), 256–265. https://doi.org/10.1177/016502541987797.
Chen, X., Bian, Y., Xin, T., Wang, L., & Silbereisen, R. K. (2010). Perceived social change and childrearing attitudes in China. European Psychologist, 15(4), 260–270. https://doi.org/10.1027/1016-9040/a000060.
Chen, X., Cen, G., Li, D., & He, Y. (2005). Social functioning and adjustment in Chinese children: The imprint of historical time. Child Development, 76(1), 182–195. https://doi.org/10.1111/j.1467-8624.2005.00838.x.
Chen, X., Chang, L., Liu, H., & He, Y. (2008). Effects of the peer group on the development of social functioning and academic achievement: A longitudinal study in Chinese children. Child Development, 79(2), 235–251. https://doi.org/10.1111/j.1467-8624.2007.01123.x.
Chen, X., & Chen, H. (2010). Children’s socioemotional functioning and adjustment in the changing Chinese society. In Silbereisen, R. K. & Chen, X. (Eds.), Social change and human development: Concepts and results (pp. 209–226). London: Sage.
Chen, X., Chen, H., Li, D., & Wang, L. (2009). Early childhood behavioral inhibition and social and school adjustment in Chinese children: A 5-year longitudinal study. Child Development, 80(6), 1692–1704. https://doi.org/10.1111/j.1467-8624.2009.01362.x.
Chen, X., Chen, X., Zhao, S. et al. (2021). Autonomy- and connectedness-oriented behaviors of toddlers and mothers at different historical times in urban China. Developmental Psychology, 57(8), 1254–1260. https://doi.org/10.1037/dev0001224.
Chen, X., DeSouza, A. T., Chen, H., & Wang, L. (2006). Reticent behavior and experiences in peer interactions in Chinese and Canadian children. Developmental Psychology, 42(4), 656–665. https://doi.org/10.1037/0012-1649.42.4.656.
Chen, X., Dong, Q., & Zhou, H. (1997). Authoritative and authoritarian parenting practices and social and school performance in Chinese children. International Journal of Behavioral Development, 21(4), 855–873. https://doi.org/10.1080/016502597384703.
Chen, X., & French, D. C. (2008). Children’s social competence in cultural context. Annual Review of Psychology, 59, 591–616. https://doi.org/10.1146/annurev.psych.59.103006.093606.
Chen, X., Fu, R., Li, D. et al. (2021). Behavioral inhibition in early childhood and adjustment in late adolescence in China. Child Development, 92(3), 994–1010. https://doi.org/10.1111/cdev.13463.
Chen, X., Fu, R., Liu, J. et al. (2018). Social sensitivity and social, school, and psychological adjustment among children across contexts. Developmental Psychology, 54(6), 1124–1134. https://doi.org/10.1037/dev0000496.
Chen, X., Fu, R., & Yiu, W. Y. V. (2019). Culture and parenting. In Bornstein, M. H. (Ed.), Handbook of parenting: Biology and ecology of parenting (pp. 448–473). New York: Routledge. https://doi.org/10.4324/9780429401459-14.
Chen, X., Hastings, P. D., Rubin, K. H. et al. (1998). Child-rearing attitudes and behavioral inhibition in Chinese and Canadian toddlers: A cross-cultural study. Developmental Psychology, 34(4), 677–686. https://doi.org/10.1037/0012-1649.34.4.677.
Chen, X., He, Y., De Oliveira, A. M. et al. (2004). Loneliness and social adaptation in Brazilian, Canadian, Chinese and Italian children. Journal of Child Psychology and Psychiatry, 45(8), 1373–1384. https://doi.org/10.1111/j.1469-7610.2004.00329.x.
Chen, X., Kaspar, V., Zhang, Y., Wang, L., & Zheng, S. (2004). Peer relationships among Chinese and North American boys: A cross-cultural perspective. In Way, N. & Chu, J. (Eds.), Adolescent boys in context (pp. 197–218). New York: New York University Press.
Chen, X., Lee, J., & Chen, L. (2018). Culture and peer relationships. In Bukowski, W. M., Laursen, B., & Rubin, K. H. (Eds.), Handbook of peer interactions, relationships, and groups (pp. 552–570). New York: Guilford.
Chen, X., & Li, D. (2012). Parental encouragement of initiative-taking and adjustment in Chinese children from rural, urban, and urbanized families. Journal of Family Psychology, 26(6), 927–936. https://doi.org/10.1037/a0030708.
Chen, X., Li, D., Li, Z., Li, B., & Liu, M. (2000). Sociable and prosocial dimensions of social competence in Chinese children: Common and unique contributions to social, academic and psychological adjustment. Developmental Psychology, 36(3), 302–314. https://doi.org/10.1037//0012-1649.36.3.302.
Chen, X., Li, D., Liu, J., Chen, H., & Zhao, S. (2018). Judgments of damage to public versus private property in Chinese children at different historical times. Developmental Science, 21(1), e12506. https://doi.org/10.1111/desc.12506.
Chen, X., Li, D., Xu, X. et al. (2019). School adjustment of children from rural migrant families in urban China. Journal of School Psychology, 72, 14–28. https://doi.org/10.1016/j.jsp.2018.12.003.
Chen, X., Liu, J., Ellis, W., & Zarbatany, L. (2016). Social sensitivity and adjustment in Chinese and Canadian children. Child Development, 87(4), 1115–1129. https://doi.org/10.1111/cdev.12514.
Chen, X., Liu, M., & Li, D. (2000). Parental warmth, control, and indulgence and their relations to adjustment in Chinese children: A longitudinal study. Journal of Family Psychology, 14(3), 401–419. https://doi.org/10.1037/0893-3200.14.3.401.
Chen, X., Liu, M., Rubin, K. H. et al. (2002). Sociability and prosocial orientation as predictors of youth adjustment: A seven-year longitudinal study in a Chinese sample. International Journal of Behavioral Development, 26(2), 128–136. https://doi.org/10.1080/01650250042000690.
Chen, X., Rubin, K. H., & Li, Z. (1995). Social functioning and adjustment in Chinese children: A longitudinal study. Developmental Psychology, 31(4), 531–539. https://doi.org/10.1037/0012-1649.31.4.531.
Chen, X., Rubin, K. H., & Li, B. (1997). Maternal acceptance and social and school adjustment in Chinese children: A four-year longitudinal study. Merrill-Palmer Quarterly, 43(4), 663–681.
Chen, X., Rubin, K. H., Li, B., & Li, D. (1999). Adolescent outcomes of social functioning in Chinese children. International Journal of Behavioral Development, 23(1), 199–223. https://doi.org/10.1080/016502599384071.
Chen, X., Rubin, K. H., Liu, M. et al. (2003). Compliance in Chinese and Canadian toddlers: A cross-cultural study. International Journal of Behavioral Development, 27(5), 428–436. https://doi.org/10.1080/01650250344000046.
Chen, X., Rubin, K. H., & Sun, Y. (1992). Social reputation and peer relationships in Chinese and Canadian children: A cross-cultural study. Child Development, 63(6), 1336–1343. https://doi.org/10.2307/1131559.
Chen, X., & Schmidt, L. A. (2015). Temperament and personality. In Lamb, M. E. & Lerner, R. M. (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 152–200). Hoboken, NJ: John Wiley. https://doi.org/10.1002/9781118963418.childpsy305.
Chen, X., & Tse, H. C. (2008). Social functioning and adjustment in Canadian-born children with Chinese and European backgrounds. Developmental Psychology, 44(4), 1184–1189. https://doi.org/10.1037/0012-1649.44.4.1184.
Chen, X., Wang, L., & Cao, R. (2011). Shyness-sensitivity and unsociability in rural Chinese children: Relations with social, school, and psychological adjustment. Child Development, 82(5), 1531–1543. https://doi.org/10.1111/j.1467-8624.2011.01616.x.
Chen, X., Zhang, G., Chen, H., & Li, D. (2012). Performance on delay tasks in early childhood predicted socioemotional and school adjustment nine years later: A longitudinal study in Chinese children. International Perspectives in Psychology: Research, Practice, Consultation, 1(1), 3–14. https://doi.org/10.1037/a0026363.
Chen, X., Zhang, G., Liang, Z. et al. (2014). The association between 5-HTTLPR gene polymorphism and behavioral inhibition in Chinese toddlers. Developmental Psychobiology, 56(7), 1601–1608. https://doi.org/10.1002/dev.21253.
Chen, X., Zhou, J., Liu, J., Li, D., & Liu, S. (2022). Academic performance and depression in Chinese children: Same-domain and cross-domain effects in friendships. Child Development. https://doi.org/10.1111/cdev.13864.
Cheung, R. Y. M., & Park, I. J. K. (2010). Anger suppression, interdependent self-construal, and depression among Asian American and European American college students. Cultural Diversity and Ethnic Minority Psychology, 16(4), 517–525. https://doi.org/10.1037/a0020655.
Chiao, J. Y., & Blizinsky, K. D. (2010). Culture-gene coevolution of individualism-collectivism and the serotonin transporter gene. Proceedings of the Royal Society B: Biological Sciences, 277(1681), 529–537. https://doi.org/10.1098/rspb.2009.1650.
Coplan, R. J., & Armer, M. (2007). A “multitude” of solitude: A closer look at social withdrawal and nonsocial play in early childhood. Child Development Perspectives, 1(1), 26–32. https://doi.org/10.1111/j.1750-8606.2007.00006.x.
Coplan, R. J., Liu, J., Ooi, L. L. et al. (2016). A person‐oriented analysis of social withdrawal in Chinese children. Social Development, 25(4), 794–811. https://doi.org/10.1111/sode.12181.
Coplan, R. J., Ooi, L. L., & Baldwin, D. (2019). Does it matter when we want to be alone? Exploring developmental timing effects in the implications of unsociability. New Ideas in Psychology, 53, 47–57. https://doi.org/10.1016/j.newideapsych.2018.01.001.
Coplan, R. J., Ooi, B., Xiao, B., & Rose-Krasnor, L. (2018). Assessment and implications of social withdrawal in early childhood: A first look at social avoidance. Social Development, 27(1), 125–139. https://doi.org/10.1111/sode.12258.
Coplan, R. J., Prakash, K., O’Neil, K., & Armer, M. (2004). Do you “want” to play? Distinguishing between conflicted shyness and social disinterest in early childhood. Developmental Psychology, 40(2), 244–258. https://doi.org/10.1037/0012-1649.40.2.244.
Coplan, R. J., Rose-Krasnor, L., Weeks, M. et al. (2013). Alone is a crowd: Social motivations, social withdrawal, and socioemotional functioning in later childhood. Developmental Psychology, 49(5), 861–875. https://doi.org/10.1037/a0028861.
Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66(3), 710–722. https://doi.org/10.2307/1131945.
Crystal, D. S., Chen, C., Fuligni, A. J. et al. (1994). Psychological maladjustment and academic achievement: A cross-cultural study of Japanese, Chinese, and American high school students. Child Development, 65(3), 738–753. https://doi.org/10.2307/1131415.
Ding, N., Frohnwieser, A., Miller, R., & Clayton, N. S. (2021). Waiting for the better reward: Comparison of delay of gratification in young children across two cultures. PLoS ONE, 16(9), e0256966. https://doi.org/10.1371/journal.pone.0256966.
Ding, Q., Li, D., Zhou, Y., Dong, H., & Luo, J. (2017). Perceived parental monitoring and adolescent internet addiction: A moderated mediation model. Addictive Behavior, 74, 48–54. https://doi.org/10.1016/j.addbeh.2017.05.033.
Ding, X., Chen, X., Fu, R., Li, D., & Liu, J. (2020). Relations of shyness and unsociability with adjustment in migrant and non-migrant children in urban China. Journal of Abnormal Child Psychology, 48(2), 289–300. https://doi.org/10.1007/s10802-019-00583-w.
Ding, X., Zhang, W., Ooi, L. L. et al. (2022). Longitudinal relations between social avoidance, academic achievement, and adjustment in Chinese children. Journal of Applied Developmental Psychology, 79, 101385. https://doi.org/10.1016/j.appdev.2021.101385.
Doan, S. N., Tardif, T., Miller, A. et al. (2017). Consequences of “tiger” parenting: A cross-cultural study of maternal psychological control and children’s cortisol stress response. Developmental Science, 20(3). https://doi.org/10.1111/desc.12404.
Doey, L., Coplan, R. J., & Kingsbury, M. (2014). Bashful boys and coy girls: A review of gender differences in childhood shyness. Sex Roles: A Journal of Research, 70(7–8), 255–266. https://doi.org/10.1007/s11199-013-0317-9.
Dornbusch, S. M., Ritter, P. L., Leiderman, P. H., Roberts, D. F., & Fraleigh, M. J. (1987). The relation of parenting style to adolescent school performance. Child Development, 58(5), 1244–1257. https://doi.org/10.2307/1130618.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: The Psychology Press. https://doi.org/10.4324/9781315783048.
Eisenberg, N., Ma, Y., Chang, L. et al. (2007). Relations of effortful control, reactive undercontrol, and anger to Chinese children’s adjustment. Development and Psychopathology, 19(2), 385–409. https://doi.org/10.1017/S0954579407070198.
Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In Lamb, M. E. & Lerner, R. M. (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 610–656). Hoboken, NJ: John Wiley. https://doi.org/10.1002/9781118963418.childpsy315.
Eisenberg, N., Zhou, Q., Liew, J., Champion, C., & Pidada, S. U. (2006). Emotion, emotion-related regulation, and social functioning. In Chen, X., French, D. C., & Schneider, B. H. (Eds.), Peer relationships in cultural context (pp. 170–197). New York, NY: Cambridge University Press.
Eisner, M. P., & Malti, T. (2015). Aggressive and violent behavior. In Lamb, M. E. & Lerner, R. M. (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 794–841). Hoboken, NJ: John Wiley. https://doi.org/10.1002/9781118963418.childpsy319.
Fox, N. A., Henderson, H. A., Marshall, P. J., Nichols, K. E., & Ghera, M. M. (2005). Behavioral inhibition: Linking biology and behavior within a developmental framework. Annual Review of Psychology, 56, 235–262. https://doi.org/10.1146/annurev.psych.55.090902.141532.
French, D. C., Chen, X., Chung, J. et al. (2011). Four children and one toy: Chinese and Canadian children faced with potential conflict over a limited resource. Child Development, 82(3), 830–841. https://doi.org/10.1111/j.1467-8624.2011.01581.x.
French, D. C., Pidada, S., & Victor, A. (2005). Friendships of Indonesian and United States youth. International Journal of Behavioral Development, 29(4), 304–313. https://doi.org/10.1080/01650250544000080.
Fu, X., Kou, Y., & Yang, Y. (2015). Materialistic values among Chinese adolescents: Effects of parental rejection and self-esteem. Child Youth Care Forum, 44(1), 43–57. https://doi.org/10.1007/s10566-014-9269-7.
Fuligni, A. J., Witkow, M., & Garcia, C. (2005). Ethnic identity and the academic adjustment of adolescents from Mexican, Chinese, and European backgrounds. Developmental Psychology, 41(5), 799–811. https://doi.org/10.1037/0012-1649.41.5.799.
Fung, H. (2006). Affect and early moral socialization: Some insights and contributions from indigenous psychological studies in Taiwan. In Uichol, K., Yang, K. S., & Hwang, K. K. (Eds.), Indigenous and cultural psychology: Understanding people in context (pp. 175–196). New York: Springer.
Fung, H. (1999). Becoming a moral child: The socialization of shame among young Chinese children. Ethos, 27(2), 180–209. https://doi.org/10.1525/eth.1999.27.2.180.
Fung, J., & Lau, A. S. (2012). Tough love or hostile domination? Psychological control and relational induction in cultural context. Journal of Family Psychology, 26(6), 966–975. https://doi.org/10.1037/a0030457.
Furman, W., & Buhrmester, D. (1985). Children’s perceptions of the personal relationships in their social networks. Developmental Psychology, 21(6), 1016–1024. https://doi.org/10.1037/0012-1649.21.6.1016.
Gao, Y., Zhang, W., & Fung, A. L. (2015). The associations between parenting styles and proactive and reactive aggression in Hong Kong children and adolescents. International Journal of Psychology, 50(6), 463–471. https://doi.org/10.1002/ijop.12104.
Garmezy, N. (1971). Vulnerability research and the issue of primary prevention. American Journal of Orthopsychiatry, 41(1), 101–116. https://doi.org/10.1111/j.1939-0025.1971.tb01111.x.
Gartstein, M. A., Gonzalez-Salinas, C., Carranza, J. A. et al. (2006). Studying cross-cultural differences in the development of infant temperament: People’s Republic of China, the United States of America, and Spain. Child Psychiatry and Human Development, 37(2), 145–161. https://doi.org/10.1007/s10578-006-0025-6.
Greenberger, E., Chen, C., Beam, M., Whang, S.-M., & Dong, Q. (2000). The perceived social contexts of adolescents’ misconduct: A comparative study of youths in three cultures. Journal of Research on Adolescence, 10(3), 365–388. https://doi.org/10.1207/SJRA1003_7.
Greenfield, P. M. (2009). Linking social change and developmental change: Shifting pathways of human development. Developmental Psychology, 45(2), 401–418. https://doi.org/10.1037/a0014726.
Greenfield, P. M., Suzuki, L. K., & Rothstein-Fisch, C. (2006). Cultural Pathways through Human Development. In Renninger, K. A., Sigel, I. E., Damon, W., & Lerner, R. M. (Eds.), Handbook of child psychology: Child psychology in practice (pp. 655–699). Hoboken, NJ: John Wiley.
Hane, A. A., Cheah, C., Rubin, K. H., & Fox, N. A. (2008). The role of maternal behavior in the relation between shyness and social reticence in early childhood and social withdrawal in middle childhood. Social Development, 17(4), 795–811. https://doi.org/10.1111/j.1467-9507.2008.00481.x.
Harrist, A. W., Zaia, A. F., Bates, J. E., Dodge, K. A., & Pettit, G. S. (1997). Subtypes of social withdrawal in early childhood: Sociometric status and social-cognitive differences across four years. Child Development, 68(2), 278–294. https://doi.org/10.2307/1131850.
Hartup, W. W. (1989). Social relationships and their developmental significance. American Psychologist, 44(2), 120–126. https://doi.org/10.1037/0003-066X.44.2.120.
Hartup, W. W. (1996). The company they keep: Friendships and their developmental significance. Child Development, 67(1), 1–13. https://doi.org/10.2307/1131681.
Hawley, P. H., & Bower, A. R. (2018). Evolution and peer relations: Considering the functional roles of aggression and prosociality. In Bukowski, W. M., Laursen, B., & Rubin, K. H. (Eds.), Handbook of peer interactions, relationships, and groups (pp. 106–122). New York : The Guilford Press.
He, Y., Yuan, K., Sun, L., & Bian, Y. (2019). A cross-lagged model of the link between parental psychological control and adolescent aggression. Journal of Adolescence, 74, 103–112. https://doi.org/10.1016/j.adolescence.2019.05.007.
Heine, S. J., Takemoto, T., Moskalenko, S., Lasaleta, J., & Henrich, J. (2008). Mirrors in the head: Cultural variation in objective self-awareness. Personality and Social Psychology Bulletin, 34(7), 879–887. http://doi.org/10.1177/0146167208316921.
Henrich, C. C., Blatt, S. J., Kuperminc, G. P., Zohar, A., & Leadbeater, B. J. (2001). Levels of interpersonal concerns and social functioning in early adolescent boys and girls. Journal of Personality Assessment, 76(1), 48–67. https://doi.org/10.1207/S15327752JPA7601_3.
Heyman, G. D., Fu, G., & Lee, K. (2008). Reasoning about the disclosure of success and failure to friends among children in the United States and China. Developmental Psychology, 44(4), 908–918. https://doi.org/10.1037/0012-1649.44.4.908.
Ho, D. Y. F. (1986). Chinese pattern of socialization: A critical review. In Bond, M. H. (Ed.), The psychology of the Chinese people (pp. 1–37). New York: Oxford University Press.
Huang, Y., Bullock, A., Liu, J., Wang, Z., Xu, G., Sang, B. (2022). Co-rumination with friends exacerbates association between peer victimization and adjustment in adolescence. Journal of Applied Developmental Psychology, 80, 101410. https://doi.org/10.1016/j.appdev.2022.101410.
Huntsinger, C. S., & Jose, P. E. (2009). Relations among parental acceptance and control and children’s social adjustment in Chinese American and European American families. Journal of Family Psychology, 23(3), 321–330. https://doi.org/10.1037/a0015812.
Huntsinger, C. S., & Jose, P. E. (2006). A longitudinal investigation of personality and social adjustment among Chinese American and European American adolescents. Child Development, 77(5), 1309–1324. https://doi.org/10.1111/j.1467-8624.2006.00936.x.
Ip, K. I., Felt, B., Wang, L. et al. (2021). Are preschoolers’ neurobiological stress systems responsive to culturally relevant contexts? Psychological Science, 32(7), 998–1010. https://doi.org/10.1177/0956797621994233.
Jessor, R., Turbin, M. S., Costa, F. M. et al. (2003). Adolescent problem behavior in China and the United States: A cross-national study of psychosocial protective factors. Journal of Research on Adolescence, 13(3), 329–360. https://doi.org/10.1111/1532-7795.1303004.
Ji, L., Zhang, W., & Jones, K. (2016). Children’s experience of and attitudes towards bullying and victimization: A cross-cultural comparison between China and England. In Smith, P. K., Kwak, K., & Toda, Y. (Eds.), School bullying in different cultures: Eastern and Western perspectives (pp. 170–188). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9781139410878.012.
Jin, G., Fu, R., Li, D., Chen, X., & Liu, J. (2021). Longitudinal associations between prosociality and depressive symptoms in Chinese children: The mediating role of peer preference. Journal of Youth and Adolescence, 51(5), 956–966. https://doi.org/10.1007/s10964-021-01501-4.
Jose, P. E., Huntsinger, C. S., Huntsinger, P. R., & Liaw, F.-R. (2000). Parental values and practices relevant to young children’s social development in Taiwan and the United States. Journal of Cross-Cultural Psychology, 31(6), 677–702. https://doi.org/10.1177/0022022100031006002.
Kagan, J. (1998). Biology and the child. In Damon, W. & Eisenberg, N. (Eds.), Handbook of child psychology: Social, emotional, and personality development (pp. 177–235). Hoboken, NJ: John Wiley.
Kagan, J., Snidman, N., Kahn, V., & Towsley, S. (2007). The preservation of two infant temperaments into adolescence: III. The current study. Monographs of the Society for Research in Child Development, 72, 19–30. https://doi.org/10.1111/j.1540-5834.2007.00429.x.
Kagitçibasi, C. (2012). Sociocultural change and integrative syntheses in human development: Autonomous-related self and social-cognitive competence. Child Development Perspectives, 6(1), 5–11. https://doi.org/10.1111/j.1750-8606.2011.00173.x.
Kawabata, Y., & Crick, N. R. (2013). Relational and physical aggression, peer victimization, and adjustment problems in Asian American and European American children. Asian American Journal of Psychology, 4(3), 211–216. https://doi.org/10.1037/a0031205.
Kawabata, Y., Tseng, W. L., Murray-Close, D., & Crick, N. R. (2012). Developmental trajectories of Chinese children’s relational and physical aggression: Associations with social-psychological adjustment problems. Journal of Abnormal Child Psychology, 40(7), 1087–1097. https://doi.org/10.1007/s10802-012-9633-8.
Keller, H. (2020). Children’s socioemotional development across cultures. Annual Review of Developmental Psychology, 2, 27–46. https://doi.org/10.1146/annurev-devpsych-033020-031552.
Kho, C., Main, A., Chung, S., & Zhou, Q. (2019). Intrusive parenting in Chinese American immigrant families: Relations with cultural orientations and children’s adjustment. Asian American Journal of Psychology, 10(4), 341–350. https://doi.org/10.1037/aap0000165.
Kim, Y.-H., Cohen, D., & Au, W.-T. (2010). The jury and abjury of my peers: The self in face and dignity cultures. Journal of Personality and Social Psychology, 98(6), 904–916. https://doi.org/10.1037/a0017936.
Kindermann, T. A., & Gest, S. D. (2018). The peer group: Linking conceptualizations, theories, and methods. In Bukowski, W. M., Laursen, B., & Rubin, K. H. (Eds.), Handbook of peer interactions, relationships, and groups (pp. 84–105). New York: Guilford Press.
Kong, X., Brook, C. A., Zhong, J., Liu, J., & Schmidt, L. A. (2022). Are cross-cultural shyness comparisons valid? Testing invariance with multigroup CFA and the alignment method across eastern and western cultures. Psychological Assessment, 34(3), 271–280. https://doi.org/10.1037/pas0001086.
Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199–214. https://doi.org/10.1037/0012-1649.18.2.199.
Köster, M., Schuhmacher, N., & Kärtner, J. (2015). A cultural perspective on prosocial development. Human Ethology Bulletin, 30, 71–82.
Kou, Y., Fu, Y., & Zhang, Q. (2007). The prosocial behaviors endorsed by adolescents: A focus group study. Sociological Studies, 3, 154–173.
Kou, Y., Yan, F., & Ma, Y. (2004). The prosocial behaviors endorsed by junior middle school students. Psychological Development and Education, 20(4), 43–48. www.devpsy.com.cn/CN/Y2004/V20/I4/43.
Kou, Y., & Zhang, Q. (2006). Conceptual representation of early adolescents’ prosocial behavior. Sociological Studies, 5, 169–187.
Kuang, Y., Wang, F., & Wang, Z.-J. (2021). Social class and children’s prosociality: A study in the context of china’s dual urban–rural structure. Social Psychological and Personality Science, 12(1), 63–70. https://doi.org/10.1177/1948550619887698.
LaFontana, K. M., & Cillessen, A. H. N. (2002). Children’s perceptions of popular and unpopular peers: A multimethod assessment. Developmental Psychology, 38(5), 635–647. https://doi.org/10.1037/0012-1649.38.5.635.
Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology, 108(3), 677–692. https://doi.org/10.1016/j.jecp.2010.11.001.
Lansford, J. E., Godwin, J., Bornstein, M. et al. (2018). Parenting, culture, and the development of externalizing behaviors from age 7 to 14 in nine countries. Development and Psychopathology, 30(5), 1937–1958. https://doi.org/10.1017/S0954579418000925.
Lansford, J. E., Skinner, A. T., Sorbring, E. et al. (2012). Boys’ and girls’ relational and physical aggression in nine countries. Aggressive Behavior, 38(4), 298–308. https://doi.org/10.1002/ab.21433.
Larson, R. (1999). On the uses of loneliness in adolescence. In Rotenberg, K. & Hymel, S. (Eds.), Loneliness in childhood and adolescence (pp. 244–262). New York: Cambridge Press.
Larson, R. W. (1997). The emergence of solitude as a constructive domain of experience in early adolescence. Child Development, 68(1), 80–93. https://doi.org/10.2307/1131927.
Lee, E.H., Zhou, Q., Eisenberg, N., & Wang, Y. (2013). Bidirectional relations between temperament and parenting styles in Chinese children. International Journal of Behavioral Development, 37(1), 57–67. https://doi.org/10.1177/0165025412460795.
Lei, H., Zhang, Q., Li, X. et al. (2019). Cumulative risk and problem behaviors among Chinese left-behind children: A moderated mediation model. School Psychology International, 40(3), 309–328. https://doi.org/10.1177/0143034319835255.
Leung, J. T. Y., & Shek, D. T. L. (2015). Parental beliefs and parental sacrifice of Chinese parents experiencing economic disadvantage in Hong Kong: Implications for social work. British Journal of Social Work, 45(4), 1119–1136. https://doi.org/10.1093/bjsw/bct190.
Leung, J. T. Y., & Shek, D. T. L. (2016). The influence of parental beliefs on the development of Chinese adolescents experiencing economic disadvantage: Maternal control as a mediator. Journal of Family Issues, 37(4), 543–573. https://doi.org/10.1177/0192513X13518776.
LeVine, R. A. (1988). Human parental care: Universal goals, cultural strategies, individual behavior. In LeVine, R. A., Miller, P. M., & West, M. M. (Eds.), New Directions for child development series: Parental behavior in diverse societies (Vol. 40, pp. 3–12). San Francisco, CA: Jossey-Bass.
Li, Q., Zhang, W., & Zhao, J. (2021). The longitudinal associations among grandparent-grandchild cohesion, cultural beliefs about adversity, and depression in Chinese rural left-behind children. Journal of Health Psychology, 26(1), 140–155. https://doi.org/10.1177/1359105318803708.
Liu, J., Chen, X., Coplan, R. J. et al. (2015). Shyness and unsociability and their relations with adjustment in Chinese and Canadian children. Journal of Cross-Cultural Psychology, 46(3), 371–386. https://doi.org/10.1177/0022022114567537.
Liu, J., Chen, X., Zhou, Y. et al. (2017). Relations of shyness–sensitivity and unsociability with adjustment in middle childhood and early adolescence in suburban Chinese children. International Journal of Behavioral Development, 41(6), 681–687. https://doi.org/10.1177/0165025416664195.
Liu, J., Li, D., Purwono, U., Chen, X., & French, D. C. (2015). Loneliness of Indonesian and Chinese adolescents as predicted by relationships with friends and parents. Merrill-Palmer Quarterly, 61(3), 362–382. https://doi.org/10.13110/merrpalmquar1982.61.3.0362.
Liu, J., & Wang, Q. (2018). Stressful life events and the development of integrity of rural-to-urban migrant children: The moderating role of social support and beliefs about adversity. Psychological Development and Education, 34(5), 548–557. https://doi.org/10.16187/j.cnki.issn1001-4918.2018.05.05.
Liu, J., Xiao, B., Coplan, R. J., Chen, X., & Li, D. (2018). Cross-lagged panel analyses of child shyness, maternal and paternal authoritarian parenting, and teacher-child relationships in Mainland China. Journal of Child and Family Studies, 27(12), 4116–4125. https://doi.org/10.1007/s10826-018-1229-7.
Liu, M., Chen, X., Fu, R., Li, D., & Liu, J. (2023). Social, academic, and psychological characteristics of peer groups in Chinese children: Same-domain and cross-domain effects on individual development. Developmental Psychology, 59(1), 57–68. https://doi.org/10.1037/dev0001449.
Liu, X., Fu, R., Li, D., Liu, J., & Chen, X. (2018). Self- and group-orientations and adjustment in urban and rural chinese children. Journal of Cross-Cultural Psychology, 49(9), 1440–1456. https://doi.org/10.1177/0022022118795294.
Liu, Y.-L., & Chang, H.-T. (2016). The role of effortful control in the relationships among parental control, intentional self-regulation, and adolescent obedience. Journal of Child and Family Studies, 25(8), 2435–2446. https://doi.org/10.1007/s10826-016-0405-x.
Louie, J. Y., Oh, B. J., & Lau, A. S. (2013). Cultural differences in the links between parental control and children’s emotional expressivity. Cultural Diversity and Ethnic Minority Psychology, 19(4), 424–434. https://doi.org/10.1037/a0032820.
Luo, G. (1996). Chinese traditional social and moral ideas and rules. Beijing: The University of Chinese People Press.
Luthar, S. S., Ciciolla, L., & Suh, B. C. (2021). Adverse childhood experiences among youth from high-achieving schools: Appraising vulnerability processes toward fostering resilience. American Psychologist, 76(2), 300–313. https://doi.org/10.1037/amp0000754.
Luthar, S. S., Crossman, E. J., & Small, P. J. (2015). Resilience in the face of adversities. In Lamb, M. E. & Lerner, R. M. (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 247–286). Hoboken, NJ: John Wiley.
Luthar, S. S., & Latendresse, S. J. (2005). Children of the affluent: Challenges to well-being. Current Directions in Psychological Science, 14(1), 49–53. https://doi.org/10.1111/j.0963-7214.2005.00333.x.
Ma, F., Heyman, G. D., Xiao, L. et al. (2019). Modesty can promote trust: Evidence from China. Social Development, 28(1), 218–233. https://doi.org/10.1111/sode.12327.
Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent–child interaction. In Mussen, P. H. (Series Ed.) & Hetherington, E. M. (Vol. Ed.), Handbook of child psychology: Socialization, personality, and social development (4th ed., Vol. 4., pp. 1–101). New York: Wiley.
Malti, T., Gummerum, M., Ongley, S. et al. (2016). “Who is worthy of my generosity?” Recipient characteristics and the development of children’s sharing. International Journal of Behavioral Development, 40(1), 31–40. https://doi.org/10.1177/0165025414567007.
Masten, A. S. (2011). Resilience in children threatened by extreme adversity: Frameworks for research, practice, and translational synergy. Development and Psychopathology, 23(2), 493–506. https://doi.org/10.1017/S0954579411000198.
Miller, J. G., Wice, M., & Goyal, N. (2018). Contributions and challenges of cultural research on the development of social cognition. Developmental Review, 50(7), 65–76. https://doi.org/10.1016/j.dr.2018.03.003.
Mischel, W., Cantor, N., & Feldman, S. (1996). Principles of self-regulation: The nature of willpower and self-control. In Higgins, E. T. & Kruglanski, A. W. (Eds.), Social psychology: Handbook of basic principles (pp. 329–360). New York: Guilford.
Muhtadie, L., Zhou, Q., Eisenberg, N., & Wang, Y. (2013). Predicting internalizing problems in Chinese children: the unique and interactive effects of parenting and child temperament. Development and Psychopathology, 25(3), 653–667. https://doi.org/10.1017/S0954579413000084.
Murray, K. T., & Kochanska, G. (2002). Effortful control: Factor structure and relation to externalizing and internalizing behaviors. Journal of Abnormal Child Psychology, 30(5), 503–514. https://doi.org/10.1023/a:1019821031523.
Navon, R., & Ramsey, P. G. (1989). Possession and exchange of materials in Chinese and American preschools. Journal of Research in Childhood Education, 4(1), 18–29. https://doi.org/10.1080/02568548909594942.
Ng, F. F. Y., Pomerantz, E. M., & Deng, C. (2014). Why are Chinese mothers more controlling than American mothers? “My child is my report card.” Child development, 85(1), 355–369. https://doi.org/10.1111/cdev.12102.
Ng, F. F.-Y., Pomerantz, E. M., & Lam, S.-f. (2007). European American and Chinese parents’ responses to children’s success and failure: Implications for children’s responses. Developmental Psychology, 43(5), 1239–1255. https://doi.org/10.1037/0012-1649.43.5.1239.
Ng, F. F. Y. & Wang, Q. (2019). Asian and Asian American parenting. In Bornstein, M. H. (Ed.), Handbook of parenting: Social conditions and applied parenting (pp. 108–169). New York: Routledge.
Orlick, T., Zhou, Q.-y., & Partington, J. (1990). Co-operation and conflict within Chinese and Canadian kindergarten settings. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 22(1), 20–25. https://doi.org/10.1037/h0078933.
Oyserman, D., Coon, H. M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128(1), 3–72. https://doi.org/10.1037/0033-2909.128.1.3.
Piaget, J. (1932). The moral judgment of the child. San Diego, CA: Harcourt, Brace.
Prior, M., Smart, D., Sanson, A., & Oberklaid, F. (2000). Does shy-inhibited temperament in childhood lead to anxiety problems in adolescence? Journal of the American Academy of Child & Adolescent Psychiatry, 39(4), 461–468. https://doi.org/10.1097/00004583-200004000-00015.
Putnick, D. L., & Bornstein, M. H. (2016). Measurement invariance conventions and reporting: The state of the art and future directions for psychological research. Developmental Review, 41, 71–90. https://doi.org/10.1016/j.dr.2016.06.004.
Rao, N., & Stewart, S. M. (1999). Cultural influences on sharer and recipient behavior: Sharing in Chinese and Indian preschool children. Journal of Cross-Cultural Psychology, 30(2), 219–241. https://doi.org/10.1177/0022022199030002005.
Rapee, R. M., Kim, J., Wang, J. et al. (2011). Perceived impact of socially anxious behaviors on individuals’ lives in Western and East Asian countries. Behavior Therapy, 42(3), 485–492. https://doi.org/10.1016/j.beth.2010.11.004.
Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popular boys: Antisocial and prosocial configurations. Developmental Psychology, 36(1), 14–24. https://doi.org/10.1037/0012-1649.36.1.14.
Rohner, R. P., & Lansford, J. E. (2017). Deep structure of the human affectional system: Introduction to interpersonal acceptance–rejection theory. Journal of Family Theory & Review, 9(4), 426–440. https://doi.org/10.1111/jftr.12219.
Rose, A. J., Swenson, L. P., & Waller, E. M. (2004). Overt and relational aggression and perceived popularity: Developmental differences in concurrent and prospective relations. Developmental Psychology, 40(3), 378–387. https://doi.org/10.1037/0012-1649.40.3.378.
Rothbart, M. K. (2011). Becoming who we are: Temperament and personality in development. New York: Guilford Press.
Rudolph, K. D., & Conley, C. S. (2005). The socioemotional costs and benefits of social-evaluative concerns: Do girls care too much? Journal of Personality, 73(1), 115–138.https://doi.org/10.1111/j.1467-6494.2004.00306.x.
Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer groups. In Bornstein, M. H., Leventhal, T., & Lerner, R. M. (Eds.), Handbook of child psychology and developmental science: Ecological settings and processes (pp. 175–222). Hoboken, NJ: John Wiley.
Rubin, K. H., Chen, X., McDougall, P., Bowker, A., & McKinnon, J. (1995). The waterloo longitudinal Project: Predicting internalizing and externalizing problems in adolescence. Development and Psychopathology, 7(4), 751–764. https://doi.org/10.1017/S0954579400006829.
Rubin, K. H., Coplan, R. J., & Bowker, J. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 141–171.
Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57(3), 316–331. https://doi.org/10.1111/j.1939-0025.1987.tb03541.x.
Rutter, M. (2012). Resilience as a dynamic concept. Development and Psychopathology, 24(2), 335–344. https://doi.org/10.1017/S0954579412000028.
Sang, B., Ding, X., Coplan, R. J. et al. (2018). Assessment and implications of social avoidance in Chinese early adolescents. Journal of Early Adolescence, 38(4), 554–573. https://doi.org/10.1177/0272431616678988.
Schirmbeck, K., Rao, N., & Maehler, C. (2020). Similarities and differences across countries in the development of executive functions in children: A systematic review. Infant and Child Development, 29(1), e2164. https://doi.org/10.1002/icd.2164.
Sharabany, R. (2006). The cultural context of children and adolescents: Peer relationships and intimate friendships among Arab and Jewish children in Israel. In Chen, X., French, D., & Schneider, B. (Eds.), Peer relationships in cultural context (pp.452–478). New York: Cambridge University Press.
Shen, J., Liu, X., Zhao, J., & Shi, B. (2015). The psychological development of Chinese left-behind children and migrant children in urbanization process. Psychological Development and Education, 31(1), 108–116. https://doi.org/10.16187/j.cnki.issn1001-4918.2015.01.15.
Shen, J. J., Cheah, C. S. L., & Yu, J. (2018). Asian American and European American emerging adults’ perceived parenting styles and self-regulation ability. Asian American Journal of Psychology, 9(2), 140–148. https://doi.org/10.1037/aap0000099
Somerville, L. H. (2013). Special issue on the teenage brain: Sensitivity to social evaluation. Current Directions in Psychological Science, 22(2), 121–127. https://doi.org/10.1177/0963721413476512.
Song, Y., Malhotra, S., Broekhuizen, M. et al. (2021). Prosocial behavior in young preschoolers: A cross-cultural study across The Netherlands, India, and China. The Journal of Genetic Psychology, 182(3), 129–148.… https://doi.org/10.1080/00221325.2021.1891857.
Spithoven, A. W. M., Bastin, M., Bijttebier, P., & Goossens, L. (2018). Lonely adolescents and their best friend: An examination of loneliness and friendship quality in best friendship dyads. Journal of Child and Family Studies, 27, 3598–3605. https://doi.org/10.1007/s10826-018-1183-4.
Stevenson, H. W., Lee, S.- y., Chen, C. et al. (1990). Contexts of achievement: A study of American, Chinese, and Japanese children. Monographs of the Society for Research in Child Development, 55(1–2)[221], 123. https://doi.org/10.2307/1166090.
Stewart, S. M., Bond, M. H., Kennard, B. D., Ho, L. M., & Zaman, R. M. (2002). Does the Chinese construct of guan export to the West? International Journal of Psychology, 37(2), 74–82. https://doi.org/10.1080/00207590143000162.
Stewart, S. M., & McBride-Chang, C. (2000). Influences on children’s sharing in a multicultural setting. Journal of Cross-Cultural Psychology, 31(3), 333–348. https://doi.org/10.1177/0022022100031003003.
Stewart, S. M., Rao, N., Bond, M. H. et al. (1998). Chinese dimensions of parenting: Broadening western predictors and outcomes. International Journal of Psychology, 33(5), 345–358. https://doi.org/10.1080/002075998400231.
Sullivan, H. S. (1953). The interpersonal theory of psychiatry. New York: W W Norton.
Talhelm, T., Zhang, X., Oishi, S. et al. (2014). Large-scale psychological differences within China explained by rice versus wheat agriculture. Science, 344, 603–608. https://doi.org/10.1126/science.1246850.
Tani, F., Ponti, L., & Smorti, M. (2014). Shyness and psychological adjustment during adolescence: The moderating role of parenting style. The Open Psychology Journal, 7, Article 33–44. https://doi.org/10.2174/1874350101407010033.
Teng, Z., Liu, Y., & Guo, C. (2015). A meta-analysis of the relationship between self-esteem and aggression among Chinese students. Aggression and Violent Behavior, 21, 45–54. https://doi.org/10.1016/j.avb.2015.01.005.
Tobin, J. J., Wu, D. Y. H., & Davidson, D. H. (1989). Preschool in three cultures. New Haven, CT: Yale University Press.
Triandis, H. C., Bontempo, R., Villareal, M. J., Asai, M., & Lucca, N. (1988). Individualism and collectivism: Cross-cultural perspectives on self-ingroup relationships. Journal of Personality and Social Psychology, 54(2), 323–338. https://doi.org/10.1037/0022-3514.54.2.323.
Tseng, W. L., Banny, A. M., Kawabata, Y., Crick, N. R., & Gau, S. S. (2013). A cross-lagged structural equation model of relational aggression, physical aggression, and peer status in a Chinese culture. Aggressive Behavior, 39(4), 301–315. https://doi.org/10.1002/ab.21480.
Van den Berg, Y., Lansu, T. A. M., & Cillessen, A. (2015). Measuring social status and social behavior with peer and teacher nomination methods. Social Development, 24(4), 815–832. https://doi.org/10.1111/sode.12120.
Van Doesum, N. J., Tybur, J. M., & Van Lange, P. A. (2017). Class impressions: Higher social class elicits lower prosociality. Journal of Experimental Social Psychology, 68, 11−20. https://doi.org/10.1016/j.jesp.2016.06.001.
Vaughn, B. E., & Santos, A. J. (2007). An evolutionary/ecological account of aggressive behavior and trait aggression in human children and adolescents. In Hawley, P. H., Little, T. D., & Rodkin, P. C. (Eds.), Aggression and adaptation: The bright side to bad behavior (pp. 31–63). Dallas, TX: Lawrence Erlbaum Associates.
Volbrecht, M. M., & Goldsmith, H. H. (2010). Early temperamental and family predictors of shyness and anxiety. Developmental Psychology, 46(5), 1192–1205. https://doi.org/10.1037/a0020616.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wang, L., & Mesman, J. (2015). Child development in the face of rural-to-urban migration in China: A meta-analytic review. Perspectives on Psychological Science, 10(6), 813–831. https://doi.org/10.1177/1745691615600145.
Wang, Q. (2008). Emotion knowledge and autobiographical memory across the preschool years: A cross-cultural longitudinal investigation. Cognition, 108(1), 117–135. https://doi.org/10.1016/j.cognition.2008.02.002.
Wang, S., Zhang, W., Li, D. et al. (2015). Forms of aggression, peer relationships, and relational victimization among Chinese adolescent girls and boys: Roles of prosocial behavior. Frontiers in Psychology, 6, Article 1264.
Wang, Y., Tang, Y.-Y., & Wang, J. (2015). Cultural differences in donation decision-making. PLoS ONE, 10(9), e0138219. https://doi.org/10.1371/journal.pone.0138219.
Way, N. (2006). The cultural practice of close friendships among urban adolescents in the United States. In Chen, X., French, D., & Schneider, B. (Eds.), Peer relationships in cultural context (pp. 403–425). New York: Cambridge University Press.
Wen, M., & Lin, D. (2012). Child development in rural China: Children left behind by their migrant parents and children of nonmigrant families. Child Development, 83(1), 120–136. https://doi.org/10.1111/j.1467-8624.2011.01698.x.
Westenberg, P. M., Drewes, M. J., Goedhart, A. W., Siebelink, B. M., & Treffers, P. D. A. (2004). A developmental analysis of self-reported fears in late childhood through mid-adolescence: Social-evaluative fears on the rise? Journal of Child Psychology and Psychiatry, 45(3), 481–495. https://doi.org/10.1111/j.1469-7610.2004.00239.x.
Whiting, B. B., & Edwards, C. P. (1988). Children of different worlds: The formation of social behavior. Cambridge, MA: Harvard University Press.
The World Factbook (2022). Explore all countries: China. www.cia.gov/the-world-factbook/countries/china/.
Wu, C., & Chao, R. K. (2005). Intergenerational cultural conflicts in norms of parental warmth among Chinese American immigrants. International Journal of Behavioral Development, 29(6), 516–523. https://doi.org/10.1080/01650250500147444.
Wu, P., Robinson, C. C., Yang, C. et al. (2002). Similarities and differences in mothers’ parenting of preschoolers in China and the United States. International Journal of Behavioral Development, 26(6), 481–491. https://doi.org/10.1080/01650250143000436.
Wurster, T., & Xie, H. (2014). Aggressive and prosocial behaviors: The social success of bistrategic preadolescents. International Journal of Behavioral Development, 38(4), 367–377. https://doi.org/10.1177/0165025414531463
Xiao, B., Bullock, A., Coplan, R. J., Liu, J., & Cheah, C. S. L. (2021). Exploring the relations between parenting practices, child shyness, and internalizing problems in Chinese culture. Journal of Family Psychology, 35(6), 833–843. https://doi.org/10.1037/fam0000904.
Xu, Y., Farver, J. A. M., Chang, L., Zhang, Z., & Yu, L. (2007). Moving away or fitting in? Understanding shyness in Chinese children. Merrill-Palmer Quarterly, 53(4), 527–556. https://doi.org/10.1353/mpq.2008.0005.
Xu, Y., Farver, J. A. M., Yu, L., & Zhang, Z. (2009a). Three types of shyness in Chinese children and the relation to effortful control. Journal of Personality and Social Psychology, 97(6), 1061–1073. https://doi.org/10.1037/a0016576.
Xu, Y., Farver, J. A. M., & Zhang, Z. (2009b). Temperament, harsh and indulgent parenting, and Chinese children’s proactive and reactive aggression. Child Development, 80(1), 244–258. https://doi.org/10.1111/j.1467-8624.2008.01257.x.
Xu, Y., & Krieg, A. (2014). Shyness in Asian American children and the relation to temperament, parents’ acculturation, and psychosocial functioning. Infant and Child Development, 23(3), 333–342. https://doi.org/10.1002/icd.1860.
Xu, Y., & Zhang, Z. (2008). Distinguishing proactive and reactive aggression in Chinese children. Journal of Abnormal Child Psychology, 36(4), 539–552. https://doi.org/10.1007/s10802-007-9198-0.
Yan, J., Zhang, W., & Cui, J. (2016). Relation of mother’s parenting style to self-esteem and shyness in adolescents. Chinese Mental Health Journal, 30, 142–147.
Yang, F., Chen, X., & Wang, L. (2015). Shyness-sensitivity and social, school, and psychological adjustment in urban Chinese children: A four-wave longitudinal study. Child Development, 86(6), 1848–1864. www.jstor.org/stable/24698580.
Yang, Y., Kong, X., Guo, Z., & Kou, Y. (2021). Can self-compassion promote gratitude and prosocial behavior in adolescents? A 3-year longitudinal study from China. Mindfulness, 12, 1377–1386. https://doi.org/10.1007/s12671-021-01605-9.
Yang, Y., Zhang, M., & Kou, Y. (2016). The revalidation and development of the prosocial behavior scale for adolescent. Chinese Social Psychological Review, 10, 135–150.
Yang, Z., Fu, X., Yu, X., & Lv, Y. (2018). Longitudinal relations between adolescents’ materialism and prosocial behavior toward family, friends, and strangers. Journal of Adolescence, 62, 162–170. https://doi.org/10.1016/j.adolescence.2017.11.013.
Yu, J., Cheah, C. S., Hart, C. H., Yang, C., & Olsen, J. A. (2019). Longitudinal effects of maternal love withdrawal and guilt induction on Chinese American preschoolers’ bullying aggressive behavior. Development and Psychopathology, 31(4), 1467–1475. https://doi.org/10.1017/S0954579418001049.
Zhang, L., & Eggum-Wilkens, N. D. (2018). Correlates of shyness and unsociability during early adolescence in urban and rural China. The Journal of Early Adolescence, 38(3), 408–421. https://doi.org/10.1177/0272431616670993.
Zhang, M.-R., & Ng, F. F.-Y. (2022). Chinese adolescents’ perceptions of parental socialization goals: Variations by ethnicity and gender. The Journal of Early Adolescence, 42(8), 995–1025. https://doi.org/10.1177/02724316221088749.
Zhang, W., & Fuligni, A. J. (2006). Authority, autonomy, and family relationships among adolescents in urban and rural China. Journal of Research on Adolescence, 16(4), 527–537. https://doi.org/10.1111/j.1532-7795.2006.00506.x
Zhang, Z., & Xu, Y. (2019). Implicit theories of shyness in American and Chinese children. European Journal of Social Psychology, 49(1), 200–210. https://doi.org/10.1002/ejsp.2510.
Zhao, J., Liu, X., & Zhang, W. (2013). Peer rejection, peer acceptance and psychological adjustment of left-behind children: The roles of parental cohesion and children’s cultural beliefs about adversity. Acta Psychologica Sinica, 45(7), 797−810. https://doi.org/10.3724/SP.J.1041.2013.00797.
Zhao, L., Li, D., Xu, X., Wang, Y., & Sun, W. (2016). The roles of educational values and Chinese cultural beliefs about adversity in the relationship between family financial strain and academic achievement among middle school students. Psychological Development and Education, 32(4), 409–417. https://doi.org/10.16187/j.cnki.issn1001-4918.2016.04.04.
Zhong, B. L., Ding, J., Chen, H. H. et al. (2013). Depressive disorders among children in the transforming China: An epidemiological survey of prevalence, correlates, and service use. Depression and Anxiety, 30(9), 881–892. https://doi.org/10.1002/da.22109.
Zhong, J., Liu, J., Xu, G. et al. (2021). Measurement invariance of two different short forms of social interaction anxiety scale (SIAS) and social phobia scale (SPS) in Chinese and US samples. European Journal of Psychological Assessment. Advance online publication. https://doi.org/10.1027/1015-5759/a000689.
Zhou, C., Yiu, V., Wu, M., & Greenfield, P. M. (2018). Perception of cross-generational differences in child behavior and parent socialization: A mixed-method interview study with grandmothers in China. Journal of Cross-Cultural Psychology, 49(1), 62–81. https://doi.org/10.1177/2F002202211.7736029.
Zhou, Q., Lengua, L. J., & Wang, Y. (2009). The relations of temperament reactivity and effortful control to children’s adjustment problems in China and the United States. Developmental Psychology, 45(3), 724–739. https://doi.org/10.1037/a0013776.
Zhou, Z., Qu, Y., & Li, X. (2022). Parental collectivism goals and Chinese adolescents’ prosocial behaviors: The mediating role of authoritative parenting. Journal of Youth and Adolescence, 51(4), 766–779. https://doi.org/10.1007/s10964-022-01579-4.
Zimmer-Gembeck, M. J., Geiger, T. C., & Crick, N. R. (2005). Relational and physical aggression, prosocial behavior, and peer relations: Gender moderation and bidirectional associations. The Journal of Early Adolescence, 25(4), 421–452. https://doi.org/10.1177/0272431605279841.

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Book summary page views

Total views: 0 *
Loading metrics...

* Views captured on Cambridge Core between #date#. This data will be updated every 24 hours.

Usage data cannot currently be displayed.